Examining Students' Perspectives on Pedagogical Translanguaging in the Multilingual Classroom Context

International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org

Y

25

Multilingualism; Context Effect; Classroom Environment; Student Attitudes; Code Switching (Language); Translation; Bilingualism; Foreign Countries; Second Language Learning; French; College Students; Educational Strategies; College Second Language Programs; Student Characteristics; Inclusion; Relevance (Education); Language Proficiency

2187-0594

This research study provided a basic understanding of pedagogical translanguaging and its importance in a multilingual classroom environment from the perspective of foreign language class students. The qualitative study, employing interpretive phenomenological analysis, investigated students' viewpoints on pedagogical translanguaging in a multilingual classroom setting, specifically within Pondicherry Central University's French certificate program in India. Through semi-structured interviews, 8 main themes and 35 subthemes were identified. Comparing these findings with the functions of translanguaging, similarities and differences in translanguaging application in language learning contexts emerged. Additionally, the study aimed to enhance instructional strategies tailored to meet the linguistic needs of diverse learners in multilingual classrooms.

As Provided

2024

EJ1428656